Physics
The physics students have completed modules 2-4 using Apologia's Exploring Creation with Physics during the past academic period. In module 2, the students continued their study of one-dimensional motion relating velocity, acceleration, time, and displacement through solving equations. The students also tested the earth's gravitational pull as it relates to the acceleration rate of all objects with mass. In experiment 2.1, the students compared how quickly a heavy book versus a piece of paper fell to the ground when held at the same height and released at exactly the same time. Of course, the book hit the ground first but once the air resistance was removed, the book and paper hit the ground simultaneously. The students then determined their reaction times in Experiment 2.2. Working in partners, one student would release a ruler and the other student would try to catch it before it fell through his/her fingers. It was fun to calculate who had the fastest reaction time in each class! In module 3, two-dimensional vectors were introduced. The students used the Cartesian coordinate plane to map coordinates given in different scenarios such as a hiker who walks 2 miles south and then 1.5 miles west. Drawing an arrow across the x and y graph, the students used the Pythagorean Theorem to calculate the magnitude of the vector and a protractor to measure the direction. In Experiment 3.1, each student measured three-dimensional vectors using Play-doh, a ruler, paper and a very large protractor. In module 4, the students studied parabolic motion: motion that occurs when an object moves in two dimensions but has zero acceleration in one of those dimensions and a constant, non-zero acceleration in the other. To understand the beginnings of parabolic motion, module four included a reading from John Tiner's book Exploring the World of Physics. Galileo studied the motion of cannonballs blasted from a cannon. He established that a projectile would travel its greatest distance when launched at a 45 degree angle. The students put his parabolic curve theory to the test by dividing into teams and then launching projectiles at a specified target. Galileo was indeed correct! In fact, athletes still use this scientific information to their advantage today! The students have also continued to read Einstein and Infeld's book The Evolution of Physics. Most recently, the authors have discussed the great mystery that is science comparing it to Doyle's Sherlock Holmes however the mystery of science remains unsolved at the end of the book. To begin unraveling its clues, Einstein and Infeld study Newton's Laws of Motion. Along with our formal studies, the students were given their first building challenge based solely on mechanical physics. Divided into groups and only able to use Legos, rubber bands, and rulers, the students were challenged to build a slingshot. Whichever group could successfully launch a projectile the farthest were the winners of a small prize. There were many creative designs and it was great fun to watch the students work steadfastly to build their slingshots. Each Thursday is spent either outdoors observing the changes in the atmosphere or watching a science movie related to physics or astronomy. When outdoors, the students write down observations and sketch a picture in their nature journals. As Henry David Thoreau states, “We can never have enough of nature. We must be refreshed by the sight of its inexhaustible vigor, vast and titanic features, the sea-coast with its wrecks, the wilderness with its living and decaying trees, the thunder-clouds and the rain.”
General Science
Using Apologia's Exploring Creation with General Science, the class completed their study of the history of science from its ancient roots to modern day. They studied Kepler, Galileo, Pascal, Newton, Boyle, Leeuwenhoek, Linnaeus, Lavoisier, Dalton, Darwin, Pasteur, Lyell, Mendel, Faraday, Maxwell, Planck, Einstein, and Bohr. The students mapped the paths of the planets in Experiment 1.4 demonstrating the elliptical pathways of the planets around the sun. Having completed the history of science, the class began Module 2 “Scientific Inquiry.” It is a study of the scientific method: its purpose, strengths, and limitations. They studied the following vocabulary terms: counter example, hypothesis, theory, and scientific law. They also drew, labeled, and color-coded the step by step process of the scientific method on a piece of sketch paper. They applied the scientific method to two experiments. In Experiment 2.1, the students compared the rate at which a book, piece of notebook paper, rock, and paperclip would hit the ground if released from the same height and at the same time. Though everything with mass falls at the same acceleration rate, the students had to account for another force at work, air resistance. In experiment 2.2, the class was divided into two groups and then given a broken flashlight. Each group had to take apart their flashlight to discover what was amiss and then develop their hypothesis. They then put their hypothesis to the test. Using the process of elimination, the students were able to understand how to fix the broken flashlight. The students have also continued reading The Sower Series book Johannes Kepler by John Tiner. Each Thursday is spent either outdoors observing the changes in the atmosphere or watching a science movie related to physics or astronomy. When outdoors, the students write down observations and sketch a picture in their nature journals. As Henry David Thoreau states, “We can never have enough of nature. We must be refreshed by the sight of its inexhaustible vigor, vast and titanic features, the sea-coast with its wrecks, the wilderness with its living and decaying trees, the thunder-clouds and the rain.”
Enjoy the Holidays! Mrs. Roy
